Exploring Students’ Attitude and Motivation Toward GRAMBOT: A Gamified Language Learning Tool

Abstract

Gamification is an emerging technology that integrates elements of games in non-game situations to complete tasks with rewards and other incentives. It has become a favourable approach in language learning and has been adopted widely across educational levels in ESL context. However, studies have shown that gamification integration in ESL classrooms is not without challenges, especially in terms of learners’ responses towards technology adoption. Hence, this mixed-methods study identifies ESL diploma students’ perceived attitudes and motivation using GRAMBOT as a digital educational tool for English language learning. Data were collected using both quantitative and qualitative research methods through a structured questionnaire and open-ended questions, assessing students’ cognitive, affective and behavioral attitudes, as well as motivation. 147 students responded to the survey and data were analysed using descriptive statistical methods particularly mean and standard deviation. The findings reveal that GRAMBOT significantly enhances students’ cognitive, affective and behavioral attitudes, while boosting their motivation toward English language learning. These outcomes highlight how engaging features in GRAMBOT can encourage students’ motivation and engagement in language learning.